Design slides to support learning
Effective slide design is more than aesthetics—it’s a pedagogical tool that can enhance student learning by helping to focus students’ attention and support cognitive processing. Whether you’re preparing a lecture or seminar, well-designed slides have the potential to help students engage with and retain course content more effectively.
This article offers practical strategies for designing slides that support learning, reduce cognitive overload, and foster inclusivity. The strategies are not intended to be implemented sequentially as effective slide design is rarely linear. In practice, it is likely you will move back and forth among the strategies—refining content, adjusting visuals, and revisiting purpose as they build.
NB: We have chosen not to include in-text citations for every strategy as many of them are widely supported in the field of teaching and learning, including instructional design.
Start with purpose, not decoration
Slides should serve your teaching goals, not distract from them. Start by considering the purpose of the slide(s).
Design with learning outcomes in mind—what students should know or be able to do, and how the slides can support students with achieving the outcomes.
Use slides to highlight key concepts, not to display your entire lecture script.
Avoid overloading slides with text or visuals—less is more.
Organize slides to help students follow
Begin with an agenda or “Today’s topics” slide to outline the session and set expectations.
Use title slides to introduce new sections and signal transitions between topics.
Signpost how sections relate to one another to help students understand flow and connection of ideas.
Use labels or visual cues to indicate when slides are reviewing previously introduced content.
Include slide numbers so students can easily reference specific slides during discussions or questions.
Use the “one idea per slide” rule
Cognitive load theory suggests that learners process information more effectively when it’s presented in manageable chunks[1][2]. Avoid overwhelming students with too much information at once.
Have one concept, definition, or diagram per slide.
Use multiple slides to break down complex processes.
Make text readable and meaningful
Text should support—not compete with—your spoken explanation. Aim for clarity and accessibility.
Text should be readable even at the back of the room. Use large, sans-serif fonts (e.g., Arial, Calibri) at 24pt or larger.
Limit text to 5–7 lines per slide.
Use headings and subheadings to guide attention.
Emphasize key terms with bolding or colour and underlining, but avoid overuse.
Be consistent in your use of fonts, font size, and colours.
Use visuals strategically
Visuals can enhance understanding when used purposefully, but irrelevant or overly complex images can distract or confuse.
Use diagrams, charts, or concept maps to illustrate relationships.
Replace text with icons or images when appropriate.
Ensure visuals are high-contrast and labeled clearly.
Avoid decorative images that don’t serve a learning purpose.
Design for accessibility and inclusion
Inclusive slide design ensures all students can engage with your content, including those with visual, auditory, or cognitive differences.
Use high-contrast colour schemes (e.g., dark text on light background).
Avoid relying on colour alone to convey meaning.
Add alt text to images for screen readers.
Where available, enable closed captioning for videos embedded in slides.
Run the slide program’s accessibility checker and update slides for accessibility as needed.
Provide accessible slide decks in advance where pedagogically appropriate.
Additional information is available in the Apply guidelines for accessible online learning materials TL KB article.
Use animation and transitions sparingly
Animations can help reveal information gradually, but excessive motion can be distracting or disorienting. Avoid fancy transitions or unnecessary movement. Use animations to:
Reveal bullet points one at a time to guide focus.
Show steps in a process sequentially.
Support active learning
Slides can be a springboard for interaction, not just a delivery mechanism. To promote engagement:
Include questions or prompts for discussion (e.g., picture prompt) or reflection.
Use blank slides to pause and invite student input.
Embed polls or short activities using Polling @ McGill or MS Forms.
Use slides to support guided note-taking. For example:
Fill-in-the-blank slides: If students can download the slides in advance, omit key words or phrases to motivate students to listen for them and fill them in during the lecture.
Pre-class prediction: Have students preview the slides and guess omitted content before class, then confirm their answers as they listen.
Downloadable guided notes: Provide a version of the slides with space for notes (e.g., three slides per page with lines), allowing students to fill in omitted content and add their own observations.
This approach can help students monitor their understanding and stay engaged during class.
References
[1]Ambrose, S. A., Lovett, M., Bridges, M. W., DiPietro, M., Norman, M. K., & Mayer, R. E. (2010). How learning works: Seven research-based principles for smart teaching. Jossey-Bass.
[2]Paas, F., & van Merriënboer, J. J. G. (2020). Cognitive-load theory: Methods to manage working memory load in the learning of complex tasks. Current Directions in Psychological Science, 29(4), 394–398.
Read more
Babik, J. M, & Luther, V. P. (2020). Creating and presenting an effective lecture. Journal of Continuing Education in the Health Professions, 40(1), 36-41.
Biggers, B., & Luo, T. (2020). Guiding students to success: A systematic review of research on guided notes as an instructional strategy from 2009–2019. Journal of University Teaching & Learning Practice, 17(3), Article 12.
Henville, L. (2024, May 10). Creating effective teaching slides. University Affairs.
Lenz, P., McCallister, J., Luks, A., Le, T., & Fessler, H. (2015). Practical strategies for effective lectures. Annals of the American Thoracic Society, 12(4), 561-566. (Especially sections “Organization and delivery of the large group session” and “techniques for effective slide and graphic design”)
McGill University Sustainability Office. Quick guide to document & presentation accessibility. (pdf)
University of Michigan. (2023). Engaging students with guided notes. (website)
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